A sport journalist

Welcome to a new learning adventure in which you are going to improve your English skills and your ICT ones. This project is about sports and journalism, and you will also learn about how to make interviews. Try to do your best and enjoy your learning process. 

United States Department of Defense Cherie Cullen. M&T Bank Stadium DoD (CC0)

Along this resource you will work on sports, various sportswomen or sportsmen, and compare; you will also be learning how to write and make an interview using questions in different tenses. You will study the present simple and focus on the third person singular, the comparative adjectives and the present continuous.

Along this project you will be proposed five missions and a final challenge. You will work individually, but you will also have pair and group work.

Open Educational Resource by EDIA Project - Cedec.
English. Compulsory Secondary Education.
Author: Javier Ramos Sancha.

Licensed under the Creative Commons Attribution Non-commercial Share Alike License 3.0

Creado con eXeLearning (Ventana nueva)

Breaking the ice

Our project: general information

The final outcome will be a video clip in which you will carry out an interview with a famous athlete. In order to be able to create the final product, you will surf and overcome different missions that will help you gain knowledge and acquire strategies.

This project will be worked in a collaborative way. There will be pair work, team work and individual work. This means that the knowledge will be created by the teacher's explanation, as well as self investigation and interaction among the partners.

Algarabia. Caída libre (deporte) (CC BY-SA)

It will be really important for the success to follow all the instructions given in each activity, using the net and the links as a source of information.

We will use a blog that works as your digital portfolio. Each of you must have his/her own blog. The tutorial `How to start a blog on blogger" will help you to create the blog in a very easy way. The 'Rubric for a post in a blog'  will help you do a great work on your blog:

Along the work you'll be asked to make some posts to share and present the works and activities you are doing. At the end of all of them you will be asked to design a final post with all the knowledge and products you will have come up with along this project.

All your posts in the blog will be identified with the tag "Project Sport Journalist".

This project is part of a group of projects. If you have learnt through the rest of these projects, use always the same blog. If you work only on this one, you must create one for your work.

It would be a pity if just the teacher, you and some of your partners enjoyed your final work and your blog. Why don't you use other ways to disseminate your job with other people?

Send the blog link to your parents, friends... They will really like to know what you are doing at school.

Get a Twitter account for the class, it will be run by the teachers. Tweet what you want to publish promoting your final post and some of the works using the #EDIAsportjournalist hashtag and create one with the name of your group (e.g. #iescedecgroupthekings). Remember: 280 characters including the link and the hashtag the class has decided for this project. Because of your age the Twitter account will be run by your teachers, so you will write the tweet and then your teacher will recap all the class tweets in list.ly. The following rubric will help you create a good tweet: ''Rubric to assess a tweet'. 

At the end of each mission your teacher will give you a badge if you have done a good job. Let's try and let's do our best!

Assessment rubrics

Every mission will include a final task to consolidate all the learning. This final task will be assessed using the following rubrics:

Benefits of sports / At the sport center: 'Rubric for an informative /explanatory text'

Different kind of sports: 'Rubric for a debate'

Healthy lifestyle / Sportsmen and sportswomen: 'Rubric for a Slide Presentation'

Sport journalism: 'Rubric for an interview' and 'Rubric for a video assignment'

Evaluation of the project

This project will be evaluated following this pattern:

Your teacher will evaluate the final product following the rubric. 

Your partners will carry out peer assessment and will grade your collaborative teamwork.  The students can generate the different levels or items to evaluate.

Students will self-evaluate the final product using the rubric.

The final assessment will also include a teacher's evaluation on how the students have been involved in the project or tackled the different activities. This document will be your reference for the evaluation:

The 'Assessment rubric: A sport journalist' will be your reference for the global project.

Benefits of sports

Let’s start thinking and reflecting a bit on what is going to be our topic during these next ten lessons. We are going to deal with sport.

At the end of this mission you should be able to:

have a general idea about the topic,

express your opinion correctly about a concrete topic.

We will work on listening, writing and speaking skills.

We will start working with the next video through a Thinking Routine: Positive, Negative and Interesting.

Let's have a look at the benefits of practicing sports through this video:

ICICI Lombard. Importance & Benefits of Sports on your Health (Licencia estándar de YouTube)

While you are watching the video you should complete the chart:

What do you think is positive about practicing sports?

What do you think is negative about practicing sports?

You may use the 'Thinking Routine Guidelines' to carry out your thinking routine:

This is a good time to start with your posts on your blog. Remember that the blog will your personal portfolio. So, create one blog or use one you had created before.

Why not start by explaining the project and your answers about the questions you've working on? The video we have used could be included too. Don't forget to identify your post with the tag "Project sport journalist".

If you want your teacher can spread your post using the Twitter account of the classroom. For that you have to write down the tweet for the teacher. Remember: 

You can use 280 characters.

Include the link to your post. 

Use the hashtag of the project: #EDIAsportjournalist

The ''Rubric to assess a tweet'  will help you know how to do a great job.

Grammar point: Giving opinions

As a final product for this mission, now write a paragraph with your opinion about practising sports. You will post it in a Padlet your teacher will have created for you. If you find it a bit difficult to create the padlet, a poster with different pieces of papers would be great too. This rubric will help you know how to do a great job with the poster: ''Rubric to assess a digital poster'

Maybe this grammar site will be useful to you. (You may look for an explanation and some practice about how you can give opinions about a topic). Please use these useful sentences of the 'Learning English Teens (British Council): Opinions' to enrich your paragraph.

PDPics. Gramática, Ampliador, Lupa Libro (CC0)

This mission will help you learn new vocabulary and grammar structures. They will help you cope with the final challenge when you have to write about sports as a journalist. 

Learning diary

In this mission you are going to start creating your 'Learning Diary'. It will help you reflect on what you are learning and most important: what the best way for learning is. 

Peter O'Shea. Writing tools (CC BY)

You will open a Google Document with the title  'A Sport Journalist'. This is going to be our 'Learning Diary'  You will reflect about your learning using the following questions:

What are the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learned?

Are there any aspects you didn't understand?

Do not forget it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part. 

Feedback

Please we strongly recommend you to reflect and think about the evolution of the project:

What are you really learning during the project?

What are the most difficult aspects?

Value how we are working as a group and try to solve the problems we have had until now. 

Please try to clarify everything you did not understand with your teacher.

Creado con eXeLearning (Ventana nueva)

Different kinds of sports

Team sports and individual sports

At the end of this mission you should be able to: express your opinion about a topic in a debate.

We will work on listening, writing and speaking skills.

Rosanna Ferreira. Sports (CC BY)

You will watch two videos about different kinds of sports and some explanations. With them you will complete the following chart to clarify and organize the vocabulary. 

'Sports for Kids: learning about sports.'

'Learning English with El Chavo.'

Let's complete the following chart in which you will classify the different sports depending on how we can practise them. This classification will be very useful for the next part of this mission. 

You may do this work on your own notebook. Then it would be a great idea to make a post on your blog trying to give some examples of individual and team sports. Some images can be included on this post. Remember to use images with an open license.

If you want, your teacher can spread your post using the Twitter account of the classroom. For that you have to write down the tweet for the teacher. Remember: 

You can use 280 characters.

Include the link to your post. 

Use the hashtag of the project: #EDIAsportjournalist

The 'Rubric to assess a tweet' will help you know how to do a great job.

Debate about sports

Let’s make a team of six or seven people. We will have a debate about what you think is better: Practising individual sports or team sports.

Youth Soccer Indian

Now you are going to divide your group for the debate:

Three of you will defend the idea that team sports are better than individual sports. 

Three of you will defend the idea that individual sports are better than team sports.

The other member will be the moderator. 

The team will record your debate with Vocaroo. Please remember to copy the embed code at the end; it will be useful to place it in your final blog post. This post will be personal despite you have worked in a team, you can help each other in your team to create this post. 

Tips: We offer you a couple of videos which will be really helpful to deal with Vocaroo and to remind you of how to debate. 

Youtube: 'Tutorial Vocaroo (How to use Vocaroo)'.

Youtube: 'How to Debate: An Introduction'.

You will need some useful sentences to give your opinion in the right way. Here you are lots of expressions. Please use some of them in your speech: 'Useful Expressions to Express your opinion'. 

In order to guide and evaluate the work you should take the 'Rubric to assess a debate' as your reference.

Your blog is the perfect place to summarize the debate. Make a new post with your conclusions. This is an open post. Thus, try to make a creative post: what about creating a list of videos, or a mindmap? What about creating your own videos? Any other ideas?

Don't forget to identify your post with the tag "Project: a sport journalist".

If you want, your teacher can spread your post using the Twitter account of the classroom. For that you have to write down the tweet for the teacher. Remember: 

You can use 280 characters.

Include the link to your post. 

Use the hashtag of the project: #EDIAsportjournalist

The 'Rubric to assess a tweet' will help you know how to do a great job. 

Learning diary

It's time to continue with your 'Learning Diary'. Remember it helps you reflect on what you are learning and most important: what the best way for learning is. 

Peter O'Shea. Writing tools (CC BY)

Let's go back to the Google Drive Document you opened in the previous mission as a Learning Diary. After all that you wrote you will create a new section entitled: "Different kinds of sports". You will reflect about your learning using the following questions:

What are the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learned?

Are there any aspects you did not understand?

Remember it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part.

Feedback

Please we strongly recommend you to reflect and think about the evolution of the project:

What are you really learning during the project?

What are the most difficult aspects?

Value how we are working as a group and try to solve the problems we have had until now. 

Please try and clarify everything you did not understand.

Creado con eXeLearning (Ventana nueva)

At the sports centre

What sports are we practising?

At the end of this mission you should be able to explain what you are doing now and use sport words.

We will work on speaking, listening and speaking skills.

Bank Sport Center
Sphilbrick. TD Bank Sport Center interior (CC BY-SA)

We will imagine we are in a big sports centre, one of this where you can practise all kinds of sports (swimming pool, tennis courts, football pitch....). So we will imagine you are there with five of your friends. You have to describe what you are all doing, what sport you are all practising. 

You will need to use two important things: Vocabulary about sports - Present Continuous (in the next section you will find help with it).

It will be a good idea if you write now some sentences as a draft. Then you will learn about the grammar points and you can check, revise and improve. 

As you will see on the next section your mission will be a new post consisting of a 100-150 word text with a title and some illustrations. The 'Rubric for informative / explanatory text' will help you know how to do a great job.

Grammar point: Present Continuous

Let's try to understand and learn how to work and express what is happening in a concrete moment (right now): The present continuous.

The video will show you the grammatical structures. At the end of it try to answer these questions very quick:

What are you doing?

What do you think your friend is doing?

What is the classmate on your right doing?

Jesse Black-Allen. English Vocabulary and Grammar - Sports and Present Progressive (Licencia estándar de YouTube)

Once you have learned how you can work with the Present Continuous, you need to consolidate it before writing and describing your sport center situation.

You have some links here to practise your learning:

'Learning English Kids, British Council: Present Continuous'

'Football game: "Present Continuous'

'What are you doing?'

As you can imagine, you can do your activities on line but it would be necessary to solve some of them on your notebook. Besides, working in pairs could be a better option to work with these resources.

Your final mission will be to write a text describing your sport center situation. It must be a 100-150 word text with a title. You will post this text on your blog. Of course any kind of illustrations could be included. The 'Rubric for informative / explanatory text' will help you know how to do a great job.

Don't forget to identify your post with the tag "Project sport journalist".

If you want, your teacher can spread your post using the Twitter account of the classroom. For that you have to write down the tweet for the teacher. Remember: 

You can use 280 characters.

Include the link to your post. 

Use the hashtag of the project: #EDIAsportjournalist

The 'Rubric to assess a tweet' will help you know how to do a great job.

Before posting your text, ask your colleagues to check your work and make suggestions, corrections... You must do the same work with some of your mates' outcomes, too. Don't be afraid. Making mistakes is a good way to learn!

'A sporty avatar'

Let's tell everybody about your experience at the sport center. We suggest you a very exciting extra activity. Why don't you create an avatar explaining what is taking place at your imaginary (or real) sports centre? The basis for your work could be the text you have created before. Using it, you must create a list of sentences for your avatar.

Let's write the sentences first in a piece of paper trying to check grammar and spelling are correct. 

You will create an avatar using Voki, in which you will explain your sentences. Please try not reading your notes when giving voice to your avatar; a greeting and a farewell will be also amazing. The 'Rubric to assess an avatar' will help you know how to do a great job with your avatar.

This avatar will be part of the final post for your portfolio. However, you can start now a new post explaining what you have done and maybe offering a link to your avatar.

If you want, your teacher can spread your post using the class Twitter account. For that you have to write down the tweet for the teacher. Remember: 

You can use 280 characters.

Include the link to your post. 

Use the hashtag of the project: #EDIAsportjournalist

The 'Rubric to assess a tweet' will help you know how to do a great job. 

Learning Diary

It's time to continue with your 'Learning Diary'. Remember it helps you reflect on what you are learning and most important: what the best way for learning is. 

Peter O'Shea. Writing tools (CC BY)

Let's go back to the Google Drive Document you opened in the previous mission as a Learning Diary. Below your previous writing you will create a new section entitled: "At the sports center". You will reflect about your learning using the following questions:

What are the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learned?

Are there any aspects you did not understand?

Remember it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part.

Feedback

Please we strongly recommend you to reflect and think about the evolution of the project:

What are you really learning during the project?

What are the most difficult aspects?

Value how we are working as a group and try to solve the problems we have had until now. 

Please try and clarify everything you did not understand.

Creado con eXeLearning (Ventana nueva)

Healthy Lifestyle

How can I have a healthy lifestyle?

At the end of this mission you should be able to express advice about how to have a healthy lifestyle.

We will work on writing skills.

Public Domain Pictures. Active (CC0)

In the exercise 'A Healthy Lifestyle', you will have a listening activity with a video and some questions to check what you have understood:

Do you have a healthy lifestyle?

What do you usually do in your daily life to be healthy?

Please write a paragraph in your blog to spread the word about your Healthy Lifestyle. It should have at least ten sentences. The structure of the sentences could be: I usually..... For example I usually run for half an hour every weekend.

If you want, your teacher can spread your post using the class Twitter account. For that you have to write down the tweet for the teacher. Remember: 

You can use 280 characters.

Include the link to your post. 

Use the hashtag of the project: #EDIAsportjournalist

The 'Rubric to assess a tweet' will help you know how to do a great job. 

Once the posts are spread in Twitter, you can look for your partners posts and check them, make the recommendations to improve, etc. It would be a really good reading practice.

Advice for a healthy lifestyle

As the final product for this mission you will create a video giving suggestions to your partners about how to have a healthy lifestyle. This is a mission you will do with your team.

Artistlike. Apple (CC0)

Follow these friendly steps and accomplish the mission proposed above easily:

Let's write 5 or 6 pieces of advice to your classmates about how to have a healthy lifestyle.

Then you will join a mate and you will check with him if all your sentences are correct.

Out of the 12 pieces of advice you have gathered, choose 10 to create a Decalogue.

You will create a Google Drive Slideshow to share your decalogue with the rest of the class. This presentation will be included in the final post of your portfolio. 

The video final version should include title and authors, and then the 12 advices you have written. Remember to use Creative Commons pictures and sounds to create your video.

How can you give advice? Using should or shouldn't will be the easiest way. This video clip 'Should-shouldn't. How to give advice' will help you with this mission. It includes really useful information so you should watch carefully. 

Check the video carefully before starting the mission. And, of course, if you have any questions, ask your teacher or colleagues to help you. The 'Rubric to assess a video' will help you know how to do a great job.

If creating seems to be a bit difficult, you can create a poster with the Decalogue and some pictures; these posters could be displayed in the corridors of your school to promote a Healthy Lifestyle.

Your blog is the perfect place to summarize your work. Make a new post explaining the work you have done and giving some advices about healthy style of life. You will include your video or an image of the poster you have created.

Don't forget to identify your post with the tag "Project: a sport journalist".

If you want, your teacher can spread your post using the Twitter classroom account. To do so, you have to write down the tweet for the teacher. Remember: 

You can use 280 characters.

Include the link to your post. 

Use the hashtag of the project: #EDIAsportjournalist

The 'Rubric to assess a tweet' will help you know how to do a great job.

Learning diary

It's time to continue with your 'Learning Diary'. Remember it helps you reflect on what you are learning and most important: what the best way for learning is.

Peter O'Shea. Writing tools (CC BY)

Let's go back to the Google Drive Document you opened in the previous missions as a Learning Diary. Below your previous writing you will create a new section entitled: "Healthy Lifestyle". You will reflect about your learning using the following questions:

What are the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learned?

Are there any aspects you did not understand?

Remember it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part.

Feedback

Please we strongly recommend you to reflect and think about the evolution of the project:

What are you really learning during the project?

What are the most difficult aspects in the project?

Value how we are working as a group and try to solve the problems we have had until now.

Please try and clarify everything you did not understand.

Creado con eXeLearning (Ventana nueva)

Sportsmen and sportswomen

Comparing Athletes

At the end of this mission you should be able to make comparisons using the proper grammar structure.

We will work on reading and writing skills.

White Goforit. Triatlon triwhite Alicante 2012 (CC BY)

In this mission you will create a Google Drive Slideshow in which you will present two sportsmen or sporstwomen and then we will ask you to compare them. This will be a pair activity. 

Let's follow these steps to achieve the final aim of this mission:

Choose two athletes from the 'list of multi-sport athletes'.

Start with the slideshow; it will have five slides:

Slide 1: You will write a title and the name of the authors. 

Slide 2: The data of the first athlete. (Name, Date of birth, High, Weight, Number of prizes (medals, cups, ....). A photo would be something great.

Slide 3: The data of the second athlete.  (Name, Date of birth, High, Weight, Number of prizes (medals, cups, ....). A photo would be something great. 

Slide 4: Write down six sentences comparing them. Remember to use the comparative and superlative structures you are learning. (The following activity will help you with it)

Slide 5: Farewell.

Important: You have to use free images or Creative Commons ones. 

This 'Rubric for a Slide Presentation' will help you know how to do a great job:

This presentation will be part of your final post for the portfolio. At the moment, create a new post with the link you have worked on, the mission you have developed and the two athletes presented on your slideshow.

Don't forget to identify your post with the tag "Project sport journalist".

If you want, your teacher can spread your post using the Twitter account of the classroom. For that you have to write down the tweet for the teacher. Remember: 

You can use 280 characters.

Include the link to your post. 

Use the hashtag of the project: #EDIAsportjournalist

The 'Rubric to assess a tweet' will help you know how to do a great job. 

Grammar Point: Comparative and Superlatives

When we need to describe objects or people we use adjectives. But if we want to talk about the differences between two or more things, if we want to make a comparison between them, we will use Comparative and Superlative Structures.  

PDPics. Gramática, Libro, Lupa

This knowledge will help you do this mission and write about your two sportsmen or sportswomen.

Let's have a look at the following video clip: it will explain to you the structure and the use of the comparative and superlative adjectives. It is a funny lesson but a real one, so if you don't understand something, ask your teacher.

Daniel Watson. Comparatives and Superlatives with Teacher Daniel (Licencia estándar de YouTube)

Let's practise this grammar point with the resource 'Comparative and superlative adjectives'. You will watch a video and then do some activities to practise the structures you are learning.

Learning Diary

It's time to continue with your 'Learning Diary'. Remember it helps you reflect on what you are learning and most important: what the best way for learning is. 

Peter O'Shea. Writing tools (CC BY)

Let's go back to the Google Drive Document you opened in the previous missions as a Learning Diary. Below your previous writing you will create a new section entitled: "Sportsmen and sportswomen". You will reflect about your learning using the following questions:

What are the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learned?

Are there any aspects you did not understand?

Remember it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part. 

Feedback

Please we strongly recommend you to reflect and think about the evolution of the project:

What you are really learning during the project.

What the difficult aspects are.

Value how we are working as a group and try to solve the problems we have had so far.

Please try and clarify everything you did not understand.

Creado con eXeLearning (Ventana nueva)

Sport journalism

Interviewing a multi-sport athlete

At the end of this mission you should be able to ask questions in an interview and produce a video. 

We will work on speaking and writing skills.

This mission will take us four lessons, so you can work calmly but please do not stop focusing on your final aim: creating a video clip with an interview.  You will work in pairs, one of you would be the interviewer, who has to prepare the questions and the other one, the interviewee, will play the role of the athlete, who has to prepare the answers. All the videos will be uploaded to Youtube. With all of them the teacher will create a playlist.

Daniel Ahlqvist.. Thed Björk interview 2012 (CC BY-SA)

You will work in groups of three (two journalists: camera and interviewer and the other one will play the role of the athlete). To make it easier you have to follow the steps below:

Let’s look for information about an athlete (it will be great if you go back onto the previous mission and use this information).

Write the script of your interview.

Introduction (brief introduction of the character).

Questions and answers.

Farewell.

Your teacher will check if the script is correct.

Start recording the video. It would be amazing if you dressed up like an interviewer and the chosen athlete.

When you finish you have to upload the video to Youtube. Once you have your video on the net, you will have the opportunity to spread the word. You will send the video to your classmates, teachers or relatives. We will also give you the chance to use Twitter. Let's have a look at the following section: Organizing and Sharing. 

Topics for your interview:

We have learnt lots of new things about sport life along this project. Now it would be the perfect moment to use it in the interview. Here we recommend you some questions to talk about: 

Did the athlete practise any other sport before?

Does the athlete usually practise any other sport?

What healthy habits does the athlete have?

How does the athlete work out?

Try to compare the athlete with other sportsman or sportswoman.

The assessment documents  'Rubric for an interview' and 'Rubric for a video assignment' will help you know how to do a great job.

You will use the online tool WeVideo to create, edit and publish your final outcome. If you know any other tool for the same purpose and would rather use that, you are more than welcome!

Organising and sharing

Now it's time to share and spread your fantastic work. Along the project you have published different posts in your digital portfolio.

As a summary we propose you to create a complete post (digital portfolio) in your blog with a reflection about what you have learned along this project. The following items will guide you to create this post (Don't forget to identify your post with the tag "Project: a sport journalist"):

Main vocabulary of the project.

Grammar reference.

All the activities related with this topic.

Final outcome of the project: The video interview.

A good idea would be to include the links to all the posts you have created along the whole project.

You can also include the link to your Learning Diary. 

PublicDomainPictures. Sharing Transfer

In addition, you are invited to make a public presentation of your videos. Don't you think it could be a great activity to organize an event at your school/classroom? Teachers, students, parents and maybe other people could know what you have done and value all your effort. 

Each group must introduce the video. The resource 'San Gregorio Sección Bilingüe: Useful sentences for your videos and presentations'  will help you with general sentences to prepare your speech.

The 'Rubric to assess an oral presentation' will help you know how to do a great job: 

Now it is time to spread your final post through the social networks. Remember to use the class Twitter account which is run by your teacher. So it is time for you to create a tweet to disseminate your post. It will be published through the class account. Remember:

You can use 280 characters.

Include the link to your post. 

Use the hashtag of the project: #EDIAsportjournalist

The 'Rubric to assess a tweet' will help you  know how to do a great job.

Learning diary: Final evaluation

We have finished the project, but there is a very important aspect to focus on now: we will assess all we have done. It is very easy; you are going to think on everything you have learned and how you have learnt it. So you should think on all the missions you have crafted.

Peter O'Shea. Writing tools (CC BY)

Assessment is very important because it will help you and the teacher solve and change all the aspects that might not work properly and continue using all the ones which have helped you learn more and better. But it is especially meaningful for you to identify how you learn better.

To carry out this assessment, you will complete the following rubric: 'Assessment of the classroom experience'

You can work on this individually and then share it with your mate (the one you have been working with). Finally you will share with the whole group.

What's more, if the final assessment is positive, your teacher will give you a badge recognizing this effort that you can include in your Learning Diary. By doing so, you will be awarded an accomplishment badge by your teacher who will be able to create them using this website.

You are invited to talk with your parents about all this. You can publish a summary of your learning process in the final post with all your outcomes.

Feedback

At this point, it could very useful for you to focus on these questions:

Did you have the same difficulties as your classmates in the accomplishment of the missions?

Which missions did you find the most difficult to carry out?

Has collaborative work been a positive experience to you? Why/ why not?

Do you prefer learning from textbooks or from online projects like this one?

You also have to reflect on the following ideas: Along this project, I have:

Gained knowledge:

Learned to:

Valued, felt:

In order to learn, I have used:

I have crafted these outcomes:

I have felt:

With myself:

With my peers:

With my teachers:

Creado con eXeLearning (Ventana nueva)

- Didactic guidelines -

Didactic proposal

This open educational resource entitled A sport journalist is based on the curriculum of English as a foreign language and it is aimed at students of the 1st year of compulsory secondary education. However, it can be implemented on other levels,. As a teacher, you can adapt or modify its contents. Likewise, feel free to use the whole resource or just the sections that best fit your teaching demands.  

The main topic of this resource will make easy to apply the grammar and vocabulary content to a real situation: interviewing an athlete, a sportsmen or sportswomen. 

Here, students will learn  and practice contents, procedures and attitudes related to the basic knowledge areas  of communication, multilingualism and intercultural values.

Download the Didactic Proposal in editable format or in pdf.

By working on this resource, students will face some individual activities, but also some collaborative  tasks  and a final project in which they will use all their knowledge and will demonstrate how able they are to develop and consolidate some specific and key competences in several learning situations very similar to those in which people may get involved in real life.

This project is part of a set of projects entitled "English in my daily life" which is based on the curriculum for the 1st year of compulsory secondary education.

The following objectives have been considered in the design of this project:

to learn while working on a project.

to encourage collaborative work, since most assignments require information sharing and interaction with other students.

to foster students' self-learning process by using IT resources.

to reinforce students' communicative skills through activities of listening and reading comprehension, but above all, through tasks in which they must produce their own oral and written messages.

The project includes several stages that students will need to go through to eventually do the final challenge : create a video in which they are going to play roles as journalism and athlete, and they are going to interview each other. Within this learning scenario, relevant language contents can be practiced and a wide range of tasks is presented so that students are encouraged to practice and improve the linguistic skills required for their final output.

This unit starts with the Breaking the ice section in which students are going to focus their attention into the project and how it will work. By using a Thinking routine students and teachers will identify the previous knowledge. Then students will start by expressing their opinion about practicing sports and set the beginning of their Learning Diary.

Different kind of sports. In this section, students will focus their attention on how to practice the different sports (team sports or individual sports), first they will deal with vocabulary. Finally they will organize a debate about the benefits or damages about practicing them.

At the sport center presents how to talk about the actions which are taking place on that concrete moment, the present continuous. After learning the grammar the students will have to opportunity of using it on the task. They should describe what is taking place in the sport center.  

The Healthy lifestyle section offers the students the moment to start thinking and writing about what they consider is good for their health. In this section the students will practice the writing skills. 

Sportsmen or sportswomen provides students the opportunity of investigating and reading some information about famous athletes and then create a digital presentation about them. Then students will practices comparative adjectives when they compare them. 

Finally, the Sport journalism section offers the student the final challenge in which students will show how much they have learnt about the topic. They will have to create a video in which they are going to play different roles, journalism and famous athlete. In this video one is going to interview the other. 

Curricular Framework

Competencias clave

Competencia en comunicación lingüística (CCL) 

Competencia Plurilingüe (CP)

Competencia en conciencia y expresiones culturales (CEC) 

Competencia digital (CD) 

Competencia personal, social y de aprender a aprender (CPSAA) 

Competencia ciudadana (CC) 

Competencia emprendedora (CE)

Competencias específicas y criterios de evaluación

Competencia específica 1: Comprender e interpretar el sentido general y los detalles más relevantes de textos expresados de forma clara y en la lengua estándar, buscando fuentes fiables y haciendo uso de estrategias como la inferencia de significados, para responder a necesidades comunicativas concretas.

Criterios de evaluación
1.1 Interpretar y analizar el sentido global y la información específica y explícita de textos orales, escritos y multimodales breves y sencillos sobre temas frecuentes y cotidianos, de relevancia personal y próximos a la experiencia del alumnado, propios de los ámbitos de las relaciones interpersonales, del aprendizaje, de los medios de comunicación y de la ficción expresados de forma clara y en la lengua estándar a través de diversos soportes.

1.2 Seleccionar, organizar y aplicar de forma guiada las estrategias y conocimientos más adecuados en situaciones comunicativas cotidianas para comprender el sentido general, la información esencial y los detalles más relevantes de los textos; interpretar elementos no verbales; y buscar y seleccionar información.

Competencia específica 2: Producir textos originales, de extensión media, sencillos y con una organización clara, usando estrategias tales como la planificación, la compensación o la autorreparación, para expresar de forma creativa, adecuada y coherente mensajes relevantes y responder a propósitos comunicativos concretos.

Criterios de evaluación

2.1 Expresar oralmente textos breves, sencillos, estructurados, comprensibles y adecuados a la situación comunicativa sobre asuntos cotidianos y frecuentes, de relevancia para el alumnado, con el fin de describir, narrar e informar sobre temas concretos, en diferentes soportes, utilizando de forma guiada recursos verbales y no verbales, así como estrategias de planificación y control de la producción.

2.2 Organizar y redactar textos breves y comprensibles con aceptable claridad, coherencia, cohesión y adecuación a la situación comunicativa propuesta, siguiendo pautas establecidas, a través de herramientas analógicas y digitales, sobre asuntos cotidianos y frecuentes de relevancia para el alumnado y próximos a su experiencia.

2.3 Seleccionar, organizar y aplicar de forma guiada conocimientos y estrategias para planificar, producir y revisar textos comprensibles, coherentes y adecuados a las intenciones comunicativas, a las características contextuales y a la tipología textual, usando con ayuda los recursos físicos o digitales más adecuados en función de la tarea y las necesidades de cada momento, teniendo en cuenta la personas a quienes va dirigido el texto.

Competencia específica 3: Interactuar con otras personas con creciente autonomía, usando estrategias de cooperación y empleando recursos analógicos y digitales, para responder a propósitos comunicativos concretos en intercambios respetuosos con las normas de cortesía.

Criterios de evaluación

3.1 Planificar y participar en situaciones interactivas breves y sencillas sobre temas cotidianos, de relevancia personal y próximos a la experiencia del alumnado, a través de diversos soportes, apoyándose en recursos tales como la repetición, el ritmo pausado o el lenguaje no verbal, y mostrando empatía y respeto por la cortesía lingüística y la etiquetadigital, así como por las diferentes necesidades, ideas, inquietudes, iniciativas y motivaciones de los interlocutores e interlocutoras.

3.2 Seleccionar, organizar y utilizar, de forma guiada y en entornos próximos, estrategias adecuadas para iniciar, mantener y terminar la comunicación; tomar y ceder la palabra; y solicitar y formular aclaraciones y explicaciones.

Competencia específica 4: Mediar en situaciones cotidianas entre distintas lenguas, usando estrategias y conocimientos sencillos orientados a explicar conceptos o simplificar mensajes, para transmitir información de manera eficaz, clara y responsable.

Criterios de evaluación

4.1 Inferir y explicar textos, conceptos y comunicaciones breves y sencillas en situaciones en las que atender a la diversidad, mostrando respeto y empatía por interlocutores e interlocutoras y por las lenguas empleadas, e interés por participar en la solución de problemas de intercomprensión y de entendimiento en el entorno próximo, apoyándose en diversos recursos y soportes.

4.2. Aplicar, de forma guiada, estrategias que ayuden a crear puentes y faciliten la comprensión y producción de información y la comunicación, adecuadas a las intenciones comunicativas, usando recursos y apoyos físicos o digitales en función de las necesidades de cada momento.

Competencia específica 5: Ampliar y usar los repertorios lingüísticos personales entre distintas lenguas, reflexionando de forma crítica sobre su funcionamiento y tomando conciencia de las estrategias y conocimientos propios, para mejorar la respuesta a necesidades comunicativas concretas.

Criterios de evaluación

5.2 Utilizar y diferenciar los conocimientos y estrategias de mejora de la capacidad de comunicar y de aprender la lengua extranjera con apoyo de otros participantes y de soportes analógicos y digitales.

5.3 Identificar y registrar, siguiendo modelos, los progresos y dificultades de aprendizaje de la lengua extranjera, seleccionando de forma guiada las estrategias más eficaces para superar esas dificultades y progresar en el aprendizaje, realizando actividades de autoevaluación y coevaluación, como las propuestas en el Portfolio Europeo de las Lenguas (PEL) o en un diario de aprendizaje, haciendo esos progresos y dificultades explícitos y compartiéndolos.

Competencia específica 6: Valorar críticamente y adecuarse a la diversidad lingüística, cultural y artística a partir de la lengua extranjera, identificando y compartiendo las semejanzas y las diferencias entre lenguas y culturas, para actuar de forma empática y respetuosa en situaciones interculturales.

Criterios de evaluación

6.2 Aceptar y adecuarse a la diversidad lingüística, cultural y artística propia de países donde se habla la lengua extranjera, reconociéndola como fuente de enriquecimiento personal y mostrando interés por compartir elementos culturales y lingüísticos que fomenten la sostenibilidad y la democracia.

Saberes básicos

A. Comunicación

Autoconfianza. El error como instrumento de mejora y propuesta de reparación.

Estrategias básicas para la planificación, ejecución, control y reparación de la comprensión, la producción y la coproducción de textos orales, escritos y multimodales.

Conocimientos, destrezas y actitudes que permitan detectar y colaborar en actividades de mediación en situaciones cotidianas sencillas.

Funciones comunicativas básicas adecuadas al ámbito y al contexto comunicativo: saludar, despedirse, presentar y presentarse; describir personas, objetos y lugares; situar eventos en el tiempo; situar objetos, personas y lugares en el espacio; pedir e intercambiar información sobre cuestiones cotidianas; dar y pedir instrucciones y órdenes; ofrecer, aceptar y rechazar ayuda, proposiciones o sugerencias; expresar parcialmente el gusto o el interés y emociones básicas; narrar acontecimientos pasados, describir situaciones presentes y enunciar sucesos futuros; expresar la opinión, la posibilidad, la capacidad, la obligación y la prohibición.

Modelos contextuales y géneros discursivos básicos en la comprensión, producción y coproducción de textos orales, escritos y multimodales, breves y sencillos, literarios y no literarios: características y reconocimiento del contexto (participantes y situación), expectativas generadas por el contexto; organización y estructuración según el género y la función textual.

Unidades lingüísticas básicas y significados asociados a dichas unidades tales como la expresión de la entidad y sus propiedades, cantidad y cualidad, el espacio y las relaciones espaciales, el tiempo y las relaciones temporales, la afirmación, la negación, la interrogación y la exclamación, relaciones lógicas básicas.

Léxico de uso común y de interés para el alumnado relativo a identificación personal, relaciones interpersonales, lugares y entornos cercanos, ocio y tiempo libre, vida cotidiana, salud y actividad física, vivienda y hogar, clima y entorno natural, tecnologías de la información y la comunicación.

Patrones sonoros, acentuales, rítmicos y de entonación básicos, y significados e intenciones comunicativas generales asociadas a dichos patrones.

Convenciones ortográficas básicas y significados e intenciones comunicativas asociados a los formatos, patrones y elementos gráficos.

Convenciones y estrategias conversacionales básicas, en formato síncrono o asíncrono, para iniciar, mantener y terminar la comunicación, tomar y ceder la palabra, pedir y dar aclaraciones y explicaciones, reformular, comparar y contrastar, resumir, colaborar, debatir, etc.

Recursos para el aprendizaje y estrategias básicas de búsqueda de información: diccionarios, libros de consulta, bibliotecas, recursos digitales e informáticos, etc.

Identificación de la autoría de las fuentes consultadas y los contenidos utilizados.

Herramientas analógicas y digitales básicas para la comprensión, producción y coproducción oral, escrita y multimodal; y plataformas virtuales de interacción, cooperación y colaboración educativa (aulas virtuales, videoconferencias, herramientas digitales colaborativas, etc.) para el aprendizaje, la comunicación y el desarrollo de proyectos con hablantes o estudiantes de la lengua extranjera.

B. Plurilingüismo

Estrategias y técnicas para responder eficazmente a una necesidad comunicativa básica y concreta de forma comprensible, a pesar de las limitaciones derivadas del nivel de competencia en la lengua extranjera y en las demás lenguas del repertorio lingüístico propio.

Estrategias básicas para identificar, organizar, retener, recuperar y utilizar creativamente unidades lingüísticas (léxico, morfosintaxis, patrones sonoros, etc.) a partir de la comparación de las lenguas y variedades que conforman el repertorio lingüístico personal.

Estrategias y herramientas básicas de autoevaluación y coevaluación, analógicas y digitales, individuales y cooperativas.

Léxico y expresiones de uso común para comprender enunciados sobre la comunicación, la lengua, el aprendizaje y las herramientas de comunicación y aprendizaje (metalenguaje).

C. Interculturalidad

La lengua extranjera como medio de comunicación interpersonal e internacional, como fuente de información y como herramienta para el enriquecimiento personal.

Interés e iniciativa en la realización de intercambios comunicativos a través de diferentes medios con hablantes o estudiantes de la lengua extranjera.

Aspectos socioculturales y sociolingüísticos básicos relativos a la vida cotidiana, las condiciones de vida y las relaciones interpersonales; convenciones sociales básicas; lenguaje no verbal, cortesía lingüística y etiqueta digital; cultura, costumbres y valores propios de países donde se habla la lengua extranjera.

Estrategias básicas para entender y apreciar la diversidad lingüística, cultural y artística, atendiendo a valores ecosociales y democráticos.

Estrategias básicas de detección y actuación ante usos discriminatorios del lenguaje verbal y no verbal.

Breaking the ice

Different kinds of sports

At the sport center

Healthy lifestyle

Sportmen and Sportwomen

Sport Journalism

CCL
X
X
X
X
X
 X

CP
X
X
X
X
X
X

STEM

X

CD
X
X
X
X
X
X

CPSAA
X
X
X
X
X
 X

CC

X

 X

CE

X
 x

CCEC

 X

Competencia en comunicación lingüística (CCL), Competencia plurilingüe (CP), Competencia matemática, ciencia, tecnología, ingeniería (STEAM), Competencia digital (CD), Competencia personal, social y de aprender a aprender (CPSAA), Competencia ciudadana(CC), Competencia emprendedora (CE), Competencia en conciencia y expresión culturales (CCEC)

Learning Path

Section

Objectives

Sessions

Breaking the ice

Have a general idea about the topic.

Give opinions about practicing sports.

 2 sessions

Different kind of sports

You should be able to express opinions in a debate about team sports o individual sports. 

We will work on listening, writing and speaking skills.

2 Sessions

At the sport center

Talk about what is taking place on a moment.

Learn how to work with present continuous.

 2 sessions

Healthy lifestyle

You should be able to express advices about how to have a healthy lifestyle. 

We will work on writing skills.

2 sessions

Sportsmen and sportswomen

 Make comparisons of athletes by using the proper grammar structure.

We will work on comparative and superlative structures. 

 2 sessions

Sport journalism

Produce a video with an interview to and athlete .

Create questions with a correct structure.

3 sessions

By the nature of the resource topic, the English teacher can work in collaboration with teachers of other didactic departments to coordinate the students' tasks.

Physical Education. The teacher can talk to students about different kind of sport, their rules, their benefits and the history of them.

Information and Communication Technology. The IT teacher can take part by helping students with the different apps and digital tools they are going to use. 

Arts. The Arts teacher can offer the students ideas to record a good video: setting, lights, ....

Spanish Language. The teacher can explain them what is an interview, and how to make it a good one. Last, but not least,  students can study the grammar structures and key vocabulary of the English subject and compare them with those in their mother tongue. This way, they will be able to reflect on both languages and will be able to understand better how they work.

Assessment

Teachers can use different tools to evaluate students' performance throughout their learning process. Likewise, students, will be able to self-assess their work. The evaluation will be formative and it will take place at the stages listed below. The assessment should be formative, it looks continuously to improve the learning process of the student. By working on this way the teacher will help on what, how, when and how much the students are learning. After that, it would be possible to adjust the lesson activities, the resources or the strategies in order to achieve better resources. 

At the beginning of the resource

Teachers can assess their students' previous knowledge about sports and the importance of practising them, also about the interest of the topic by using the thinking routine at the beginning. Teachers should inform students about the project rubric so that they know how their work will be assessed.

During the process

Teachers will assess their students'work by observation in class and, also, using a rubric for each of the tasks they are required to do

Students will be also able to assess their own learning process by completing a learning diary  with which they can reflect on how well they are  doing.

Do not forget that the digital portfolio that students will create to publish and share their tasks and final challenge can also be used by teachers as an assessing tool.  

At the end of the process

This resource includes a project rubric that includes  the necessary items for teachers to check to what extent students are able to achieve the required learning objectives.

This final rubric can be use also for student to do the self - assessment or peer assessment to check their partners final product. 

Tips for teachers

As a teacher, you may feel free to use the entire resource or just the sections that best match your teaching demands and the real conditions of your class group. Notwithstanding, if you decide to use this resource in its totality, we recommend that you consider the guidelines below before your students start working on the contents.

Info about structure & contents

Make sure your students know about the different tasks and the final challenge  they will be carrying out. You can devote one or two lessons to clarify the different stages throughout the resource and the tools which students are required to use to produce their work. As much as you work this aspect, the best you will develop autonomy in work of your students. 

Assessment info

Raise students' awareness about how and what you will consider to evaluate their work. Focus their attention on the rubrics of the different tasks and of the final challenge so that they get to know about the way their performance will be assessed.

Encourage students to use their learning diary so that they can reflect on how well they are performing in their learning process. If you read it on a daily basis and comment with the student, they will find the importance of it. 

Info about tools

Clearly, this resource fosters the use of digital devices and includes a wide range of apps to produce and share the students' outputs. However, in case that your students or school suffer from a digital divide , we encourage you to use this resource as a guide and  make students work in an analogue way by using cardboards instead of digital posters or presentation, role-playing in the classroom instead of recording a video,  notebooks as learning diaries or your class notice board, which can be used to publish and share your pupils' work.

Also it will be great, in case you want to work following this digital project, to let the students to investigate the different tools and look for videotutorials. If they find useful, they can share with their mates. 

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Title | A sport journalist | English in my daily life
Coordination | Centro Nacional de Desarrollo Curricular en Sistemas no Propietarios (Cedec)
Authorship | Javier Ramos Sancha
License | Creative Commons BY-SA 4.0

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This material is an adaptation of the original resource "A sport journalist" from Cedec's  EDIA project.

Creado con eXeLearning (Ventana nueva)

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Creado con eXeLearning (Ventana nueva)